A Study On Primary School Chinese Teachers' Classroom Assessment Behavior

With the deepening of curriculum reform,the reform of students' academic assessment has made some progress.At the same time,it puts forward higher requirements for teachers.The ability of teachers' classroom assessment has become one of the important contents of teachers' professional standards.Therefore,teachers' classroom assessment behavior has become the focus of researchers' attention.Some researches have shown that effective classroom assessment behavior can improve students' learning achievement,interest and motivation,and then promote teachers' teaching level.If teachers implement improper assessment behavior in the classroom,it will play the opposite role.However,there are still many problems in the assessment behavior of Chinese teachers in primary schools.Therefore,it is necessary to study the classroom assessment behavior of primary school Chinese teachers.This study mainly draws on the views of Brookhart,an expert in education assessment,and combines the research results of domestic scholars and the practical experience of the author to determine the nature、mode、direction、timing and effect of classroom assessment of primary school Chinese teachers.Based on this dimension,we repeatedly consult education experts and front-line teachers.At the same time,combined with the results of the test,we finally developed three survey tools:observation outline,student questionnaire and teacher interview outline.Based on the analysis of relevant data,we find that there are the following problems in the classroom assessment behavior of primary school Chinese teachers: first,teachers' oral assessment behavior is simple,mechanical,and lack of interest.Secondly,the teacher's posture assessment behavior is random.Third,the content of the teacher's classroom assessment behavior is relatively one-sided,biased in knowledge and skills,ignoring the assessment of process and method,emotional attitude and values.Fourth,the target of teachers' classroom assessment behavior is individual,ignoring the assessment of the group and the whole.Fifth,teachers do not grasp the opportunity ofclassroom assessment.Through in-depth analysis of these problems,find out the subjective and objective reasons for their existence,and put forward countermeasures to optimize the classroom assessment behavior of primary school Chinese teachers from three aspects:teachers,inside and outside the school.First,teachers themselves should improve the quality of classroom assessment from four aspects: knowledge,skills,attitudes and ideas.Second,school leaders and colleagues should work together to build a good classroom assessment culture,school leaders should enhance the awareness and ability of assessment,and colleagues should strengthen the communication of classroom assessment.Third,we should strengthen the support for teachers' classroom assessment behavior,including improving the construction of classroom assessment system and paying attention to professional classroom assessment training for teachers.